KOHLBERG’S THEORY OF MORAL DEVELOPMENT EDUCATION
Description: KOHLBERGS THEORY OF MORAL DEVELOPMENT EDUCATION HONOURS 1ST YEAR PAPER 2 GROUP A MODULE II Joyita Mitra Department of Education Kishore Bharati Bhagini Nivedita College (co-ed) Meaning of Moral Development The term moral is derived from
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slide1. KOHLBERG’S THEORY OF MORAL DEVELOPMENT EDUCATION HONOURS
1ST YEAR PAPER 2
GROUP A MODULE II
Joyita Mitra
Department of Education
Kishore Bharati Bhagini Nivedita College (co-ed)<br>
slide2. Meaning of Moral Development The term moral is derived from the latin word mores meaning manners, customs, folkways. Morality is linked with social system.The rules of morality operate in the social context. According to Baqer Mehdi and B.P.Gupta Moral Development of the child implies inculcation in the child a number of qualities for which curriculum provides ample opportunities.<br>
slide3. SOURCE OF THE THEORY Kohlberg identifies three characteristics of a human being as source of his theory .
1. Some Cognitive Development takes place
at the time of Infancy.
2. Moral Behavior does not have any
emotion. Moral sense according to him is
justice.
3. People can identify between their manifest behavior, intention of behavior and their consequences.<br>
slide4. FACTORS OF MORAL DEVELOPMENT There are three factors for Moral Development of a human being.
1. Cognitive Development
2. Cognitive Conflict
3. Role Taking Ability<br>
slide5. 1. Cognitive Development Kohlberg ‘s theory of moral development states that we progress through 3 levels of moral thinking that build on our cognitive development.
He used the idea of moral dilemma –stories that present conflicting ideas about two moral values to teach 10 to 16 yr old boys about morality. The best known moral dilemma created by Kohlberg is the “Heinz” dilemma, which discusses the idea of obeying the law versus saving a life. Kohlberg emphasized that it is the way an individual reasons about a dilemma that determine positive moral development.<br>
slide6. 2. Cognitive Conflict According to Kohlberg , when two opposite believe arises in front of a human being then cognitive conflict arises. Sometimes when a believe of a person coincide with the environment , then a cognitive conflict arises. People’s moral sometimes help to overcome their conflict. And for this there a balance takes place at the stage of cognition.<br>
slide7. 3. Role Taking Ability Role taking represents the ability to take the point of view of another person , to see things from another’s point of view, and to understand the values others bring to a particular situation.
Role taking ability arises the possibility of moral development.<br>
slide8. Dimension of Moral development According to B.P. Gupta and Baqer Mehdi , following are some of the important moral qualities which need to be attended in schools:-
Honesty
Truthfulness
Selfrespect
Righteousness
Selfcontrol
Duty Consciousness
Compassion<br>
slide9. KOHLBERG’S VIEW A.L.Kohlberg (1963) distinguishes three levels of moral development .
Preconventional
Conventional
Post conventional<br>
slide10. Preconventional Level Stage 1 : Punishment and Obedience Orientation- The moral development is determined by the physical consequences of an action whether it is good or bad. Avoiding punishment and bowing to superior authority are valued positively.
Stage 2 : Instrumental Relativist Orientation- Right action consists of behavior that satisfies child’s own needs. Human relations are considered in reciprocity, It may be seen in a pragmatic way, i.e “ you scratch my back and I will scratch yours”.<br>
slide11. Conventional Level Stage 3 : Interpersonal Concordance. At this stage , the child begins to like the goodwill of others and tries to please others to obtain their approval – goodboy – good girl. Good moral behavior are those please others.
Stage 4 : Orientation towards Authority. Focus is on authority or rules. One shows respect for authority.<br>
slide12. Post Conventional Level Stage 5 : Social Contract Orientation. Right behaviours are defined according to standards agreed upon by the group or society. Through a proper procedure , these standards can be changed.
Stage 6 : Universal Ethical Principle Orientation. At this stage the individual keeps not only the norms of the society in mind but also the universal moral principles. An individual may be prepared to sacrifice his all, including life for the upholding of these principles.<br>
slide13. CLASSIFICATION OF PEOPLE ON THE BASIS OF MORAL DEVELOPMENT On the basis of moral development Kohlberg classifies people into two classes.
A- Type
B-Type
A-Type people having-
- leadership quality
- Discipline in behavior
- Spontaneous activity doesn’t reflect.
B-Type people having-
- Ideal philosophy of life
- Spontaneity reflects.
Kohlberg believes that at the time of moral development there is tendency of people changing from A-Type to B-Type.<br>
slide14. EDUCATIONAL IMPLICATION Research findings on moral development indicate that the young children whose mothers preferred physical discipline were more likely to resist thetemptation of cheating in a game than were children of mothers who preferred other methods.
Moral reasoning was also found more effective than verbal punishment in preventing deviation.<br>
slide15. EDUCATONAL IMPLICATION Self administered rewards have been found to be as effective as rewards administered by adults.
Inductive discipline can lead to a moral code that is internally based and, not dependent on external sanctions. Power assertive discipline can lead to a shallow morality based on fear of external detection.<br>
1ST YEAR PAPER 2
GROUP A MODULE II
Joyita Mitra
Department of Education
Kishore Bharati Bhagini Nivedita College (co-ed)<br>
slide2. Meaning of Moral Development The term moral is derived from the latin word mores meaning manners, customs, folkways. Morality is linked with social system.The rules of morality operate in the social context. According to Baqer Mehdi and B.P.Gupta Moral Development of the child implies inculcation in the child a number of qualities for which curriculum provides ample opportunities.<br>
slide3. SOURCE OF THE THEORY Kohlberg identifies three characteristics of a human being as source of his theory .
1. Some Cognitive Development takes place
at the time of Infancy.
2. Moral Behavior does not have any
emotion. Moral sense according to him is
justice.
3. People can identify between their manifest behavior, intention of behavior and their consequences.<br>
slide4. FACTORS OF MORAL DEVELOPMENT There are three factors for Moral Development of a human being.
1. Cognitive Development
2. Cognitive Conflict
3. Role Taking Ability<br>
slide5. 1. Cognitive Development Kohlberg ‘s theory of moral development states that we progress through 3 levels of moral thinking that build on our cognitive development.
He used the idea of moral dilemma –stories that present conflicting ideas about two moral values to teach 10 to 16 yr old boys about morality. The best known moral dilemma created by Kohlberg is the “Heinz” dilemma, which discusses the idea of obeying the law versus saving a life. Kohlberg emphasized that it is the way an individual reasons about a dilemma that determine positive moral development.<br>
slide6. 2. Cognitive Conflict According to Kohlberg , when two opposite believe arises in front of a human being then cognitive conflict arises. Sometimes when a believe of a person coincide with the environment , then a cognitive conflict arises. People’s moral sometimes help to overcome their conflict. And for this there a balance takes place at the stage of cognition.<br>
slide7. 3. Role Taking Ability Role taking represents the ability to take the point of view of another person , to see things from another’s point of view, and to understand the values others bring to a particular situation.
Role taking ability arises the possibility of moral development.<br>
slide8. Dimension of Moral development According to B.P. Gupta and Baqer Mehdi , following are some of the important moral qualities which need to be attended in schools:-
Honesty
Truthfulness
Selfrespect
Righteousness
Selfcontrol
Duty Consciousness
Compassion<br>
slide9. KOHLBERG’S VIEW A.L.Kohlberg (1963) distinguishes three levels of moral development .
Preconventional
Conventional
Post conventional<br>
slide10. Preconventional Level Stage 1 : Punishment and Obedience Orientation- The moral development is determined by the physical consequences of an action whether it is good or bad. Avoiding punishment and bowing to superior authority are valued positively.
Stage 2 : Instrumental Relativist Orientation- Right action consists of behavior that satisfies child’s own needs. Human relations are considered in reciprocity, It may be seen in a pragmatic way, i.e “ you scratch my back and I will scratch yours”.<br>
slide11. Conventional Level Stage 3 : Interpersonal Concordance. At this stage , the child begins to like the goodwill of others and tries to please others to obtain their approval – goodboy – good girl. Good moral behavior are those please others.
Stage 4 : Orientation towards Authority. Focus is on authority or rules. One shows respect for authority.<br>
slide12. Post Conventional Level Stage 5 : Social Contract Orientation. Right behaviours are defined according to standards agreed upon by the group or society. Through a proper procedure , these standards can be changed.
Stage 6 : Universal Ethical Principle Orientation. At this stage the individual keeps not only the norms of the society in mind but also the universal moral principles. An individual may be prepared to sacrifice his all, including life for the upholding of these principles.<br>
slide13. CLASSIFICATION OF PEOPLE ON THE BASIS OF MORAL DEVELOPMENT On the basis of moral development Kohlberg classifies people into two classes.
A- Type
B-Type
A-Type people having-
- leadership quality
- Discipline in behavior
- Spontaneous activity doesn’t reflect.
B-Type people having-
- Ideal philosophy of life
- Spontaneity reflects.
Kohlberg believes that at the time of moral development there is tendency of people changing from A-Type to B-Type.<br>
slide14. EDUCATIONAL IMPLICATION Research findings on moral development indicate that the young children whose mothers preferred physical discipline were more likely to resist thetemptation of cheating in a game than were children of mothers who preferred other methods.
Moral reasoning was also found more effective than verbal punishment in preventing deviation.<br>
slide15. EDUCATONAL IMPLICATION Self administered rewards have been found to be as effective as rewards administered by adults.
Inductive discipline can lead to a moral code that is internally based and, not dependent on external sanctions. Power assertive discipline can lead to a shallow morality based on fear of external detection.<br>